• Missouri Professional Learning Communities (PLC)


    In the Missouri Professional Learning Communities Project, any school or district, at any level, can begin the professional learning communities process. 

    The state PLC school-improvement model focuses on increasing student achievement by building the capacity of school personnel to create and sustain the conditions that promote high levels of student and adult learning. Commitment to and participation in trainings by school leaders is a vital component of becoming an effective professional learning community.

    What Are Professional Learning Communities?

    It has been interesting to observe the growing popularity of the term professional learning community.We have seen many instances in which educators assume that a PLC is a program. The PLC process is not a program. Most importantly, it is ongoinga continuous, never-ending process of conducting schooling that has a profound impact on the structure and culture of the school and the assumptions and practices of the professionals within it.

    First, the PLC is the school as a whole and not the individual teams that comprise it. We are a Professional Learning Community. We do data teams, collaborative teams, and grade level teams. These are an essential part of the PLC process, the sum is greater than the individual parts. 

    Second, once again, the PLC process has a pervasive and ongoing impact on the structure and culture of the school. If educators meet with peers on a regular basis only to return to business as usual, they are not functioning as a PLC. So the PLC process is much more than a meeting.

    So, what is a PLC? It is an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators. 

    A Focus on Learning

    The very essence of a learning community is a focus on and a commitment to the learning of each student. When a school or district functions as a PLC, educators within the organization embrace high levels of learning for all students as both the reason the organization exists and the fundamental responsibility of those who work within it. They make collective commitments clarifying what each member will do to create such an organization, and they use results-oriented goals to mark their progress. Members work together to clarify exactly what each student must learn, monitor each student's learning on a timely basis, provide systematic interventions that ensure students receive additional time and support for learning when they struggle, and extend and enrich learning when students have already mastered the intended outcomes.

    A corollary assumption is that if the organization is to become more effective in helping all students learn, the adults in the organization must also be continually learning. Therefore, structures are created to ensure staff members engage in job-embedded learning as part of their routine work practices.

    PLCs are dedicated to the idea that their organization exists to ensure that all students learn essential knowledge, skills, and dispositions. 

    A Collaborative Culture With a Focus on Learning for All

    In a PLC, collaboration represents a systematic process in which teachers work together interdependently in order to impact their classroom practice in ways that will lead to better results for their students, for their team, and for their school.

    Collective Inquiry Into Best Practice and Current Reality

    The teams in a PLC engage in collective inquiry into both best practices in teaching and best practices in learning. They also inquire about their current reality including their present practices and the levels of achievement of their students. They attempt to arrive at consensus on vital questions by building shared knowledge rather than pooling opinions. Collective inquiry enables team members to develop new skills and capabilities that in turn lead to new experiences and awareness. Gradually, this heightened awareness transforms into fundamental shifts in attitudes, beliefs, and habits which, over time, transform the culture of the school.

    Working together to build shared knowledge on the best way to achieve goals and meet the needs of clients is exactly what professionals in any field are expected to do, whether it is curing the patient, winning the lawsuit, or helping all students learn. Members of a professional learning community are expected to work and learn together.

    Action Orientation: Learning by Doing

    Members of PLCs are action oriented: they move quickly to turn aspirations into action and visions into reality. They understand that the most powerful learning always occurs in a context of taking action, and they value engagement and experience as the most effective teachers. Henry Mintzberg's (2005) observation about training leaders applies here: deep learning requires experience, which requires taking action. It >is as much about doing in order to think as thinking in order to do> (p. 10). In fact, the very reason that teachers work together in teams and engage in collective inquiry is to serve as catalysts for action.

    A Commitment to Continuous Improvement

    PLCs have a persistent disquiet with the status quo and a constant search for a better way to achieve goals and accomplish the purpose of the organization. Systematic processes engage each member of the organization in an ongoing cycle of:

    • Gathering evidence of current levels of student learning
    • Developing strategies and ideas to build on strengths and address weaknesses in that learning
    • Implementing those strategies and ideas
    • Analyzing the impact of the changes to discover what was effective and what was not
    • Applying new knowledge in the next cycle of continuous improvement

    The goal is not simply to learn a new strategy, but instead to create conditions for a perpetual learning environment in which innovation and experimentation are viewed not as tasks to be accomplished or projects to be completed but as ways of conducting day-to-day business>forever. Furthermore, participation in this process is not reserved for those designated as leaders; rather, it is a responsibility of every member of the organization.

    Results Orientation

    Finally, members of a PLC realize that all of their efforts in these areas (a focus on learning, collaborative teams, collective inquiry, action orientation, and continuous improvement) must be assessed on the basis of results rather than intentions. Unless initiatives are subjected to ongoing assessment on the basis of tangible results, they represent random groping in the dark rather than purposeful improvement. As Peter Senge and colleagues conclude, "The rationale for any strategy for building a learning organization revolves around the premise that such organizations will produce dramatically improved results."

    This focus on results leads each team to develop and pursue measurable improvement goals that are aligned to school and district goals for learning. It also drives teams to create a series of common formative assessments that are administered to students multiple times throughout the year to gather ongoing evidence of student learning. The assessments are used to identify students who need additional time and support for learning. Frequent common formative assessments represent one of the most powerful tools in the PLC arsenal.


    Learn more about our work at Missouri Professional Learning Communities


    DuFour's "What Is A Professional Learning Community"


    Download this helpful chart for a visual of how a PLC works.